Giant Traveling Map Lesson

TITLE / AUTHOR: Illinoisians on the Move / Stacey Mosquera

ILLINOIS ACADEMIC STANDARDS / SUITABLE DISCIPLINES:

Geographic Representations SS.G.1.3. Locate major landforms and bodies of water on a map or other representation. SS.G.1.4. Construct and interpret maps of Illinois and the United States using various media.

Human-Environment Interaction SS.G.2.3. Compare how people modify and adapt to the environment and culture in our community to other places. SS.G.2.4. Analyze how the cultural and environmental characteristics of places in Illinois change over time. SS.G.1.5. Investigate how the cultural and environmental characteristics of places within the United States change over time. SS.G.2.6-8.MdC. Compare and contrast the cultural and environmental characteristics of different places or regions.

Human Population SS.G.2.K. Identify and explain how people and goods move from place to place. SS.G.3.4. Describe some of the current movements of goods, people, jobs, or information to, from, or within Illinois, and explain reasons for the movements. SS.G.2.5. Describe how humans have utilized natural resources in the United States. SS.G.3.6-8.LC. Explain how environmental characteristics impact human migration and settlement. SS.G.7.9-12. Evaluate how economic activities and political decisions impact spatial patterns within and among urban, suburban, and rural regions.

Civic and Political Institutions SS.CV.2.9-12: Evaluate the opportunities and limitations of participation in elections, voting, and electoral process. SS.CV.3.9-12: Analyze the impact of constitutions, laws, and agreements on the maintenance of order, justice, equality and liberty. SS.CV.4.9-12: Explain how the US Constitution established a system of government that has powers, responsibilities, and limits that have changed over time and are still contested while promoting the common good and protecting rights.

Processes, Rules, and Laws SS.CV.9.9-12: Evaluate public policies in terms of intended and unintended outcomes and related consequences. SS.CV.10.9-12: Explain the role of compromise and deliberation in the legislative process.

OBJECTIVES: Participants will: • Learn about major cities in Illinois during three different historical periods • Practice using grids and cardinal directions to locate cities in the state • Practice using latitude and longitude lines (if appropriate for grade level) • Analyze change over time • Discuss topics such as the census (source of data), distribution of resources in the state, and implications of changes in population for political representation at various levels of government

RECOMMENDED GRADES: Fourth through adult

TIME NEEDED: 20 to 25 minutes, depending on whether discussion is held as part of the map visit or at a later time

MATERIALS: • Compass rose • 15 flat markers • 15 tall cones • 15 shorter, flexible cones • 2 or 3 plastic chains • List of Illinois cities by population for 1860/1930/2010 (some cities are not on the map and will need to be found by using latitude and longitude lines at the sides of the map – attached)

PREPARATION: • Discussion about the reasons why people choose to live in different places • Review of historical settlement patterns in Illinois • Development of predictions by participants about where they think people might live

RULES: • Shoes are not allowed on the map. Please have participants remove shoes before walking on the map. • Participants should wear socks while walking on the Giant Map. • No writing utensils on the map. • No sliding on the map.

DIRECTIONS:

Using the list of cities and colored cones, participants will locate the fifteen most populous cities in Illinois for the years 1860, 1930, and 2010. They will then look for trends based on the east/west axis and north/south axis, speculating about the factors that contributed to populations among the various regions of the state.

On the map: 1. Provide participants with an overview about exploring the top fifteen populated places in Illinois in 1860, 1930, and 2010 using U.S. Census data as a source of information. 2. Ask participants about the kinds of jobs they imagine people were doing in Illinois in 1860. Ask them to predict where people might be living. Consider push and pull factors in migration. 3. Take 15 of the round makers. Pass them out to 15 of the participants (usually just ask them to take one and pass the remainder along). 4. Read the 15 largest cities one at a time, going down the row of participants and asking the participants to place the marker on the dot identifying the town (star in the case of Columbus). 5. Remind the participants that they can provide assistance to their classmates about the location of a city based on cardinal directions or the grid. They should avoid shouting “over there”, “this way”, etc. 6. After the flat, round markers are all on the map, ask the participants to interpret the new information that has been added to the map. 7. Move on to the 1930 census and ask participants what jobs people were doing then. Ask them to predict where people might be living. 8. Pass out the 15 larger cones. Assign individuals participants to place their cones on the 15 cities. For cities in the top 15 in 1860 and 1930, have participants pick up the red marker and place it on top of the cone. 9. After the larger cones are all on the map, repeat Item 6 above, asking them to think about what has changed and why. 10. Repeat process with 2010 census data and smaller or flexible orange cones. Have participants put the orange cone on top of the flat, round marker creating a pyramid, or on top of the large cone if the city was in the top 15 only in 1930. 11. Discuss where most of the people live and why. This is also an opportunity to review the concentration of people in the state in terms of electoral districts.

GUIDING QUESTIONS:

Tell participants that at the beginning of Illinois history agriculture was a main industry in the state. Ask what other factors might have influenced where people settled.

The initial attraction to Illinois and its prairie drew a wide variety of farming immigrants during the early 1800s. Chicago’s growth was based on its linkage to other cities through various means of transportation by lakes, rivers, canals, and then railroads. The construction of the Illinois and Michigan Canal in 1848 became a critical artery that shaped European settlement as this linked the Great Lakes to the Mississippi River. Farming products could travel from Chicago and reach the Gulf of Mexico as a result of this exposure to water-based transportation routes. Many settlers saw Illinois as a land of opportunity in not only farming but also in mining. Miners were able to extract coal and lead in Illinois, which fueled development during the Industrial Revolution.

However, the most influential factor that shaped the settlement of Illinois during the 1850s was the development of the Illinois Central Railroad. The route ran directly diagonal throughout the entire state connecting Chicago to Cairo for 700 miles. The most

southern city in Illinois, Cairo, is located at the confluence of the Ohio and Mississippi Rivers. As a result, many new cities in Illinois grew in population as farmers, factories, entrepreneurs, or even miners could sell their products to Chicago or reach multiple markets in the south or east. Chicago’s central geographical position created an economic powerful hub of development and experimentation in farming, manufacturing, commercial, and service industries.

Ask participants:

Q. How many of the fifteen largest cities are along a river? A. 1860 1930 2010 13 14 13

Q. How many of the cities were in a particular region? A. 1860 1930 2010 Central Plains - 13 Central Plains - 13 Central Plains - 13 Shawnee Hills - 2 Shawnee Hills - 2 Shawnee Hills - 2

Q. For what reasons did this pattern exist? A. During Chicago’s boom period, many cultural attractions were developed in close proximity to the working population. As transportation and technology developed, the American culture changed in the 1940s. Many World War II veterans took advantage of the low rate loans, and, desiring the “American Dream”, purchased homes outside Chicago’s city limits. During the 1960s, more than half of the manufacturing jobs relocated to the suburbs to take advantage of lower taxes and the ability to transport goods using interstate roads. Suburban sprawl distributed manufacturing and service companies throughout the northeast part of the state.

Q. How did Illinois compare with the rest of the United States? A. Consider how much the population of Illinois increased compared to the increase in the United States. What percentage of people in the United States lived in Illinois during the various time periods? After adding cones from the 1930 Census, ask participants to consider how many of the cities are in rural areas. 1860 1930 2010 Illinois 1,711,951 7,630,654 12,830,632 United States 31,443,321 123,202,624 308,745,538 Percentage of people living in Illinois 5.4% 6.1% 4.1%

Q. How many cities in the new top fifteen in 1930 were also in the top fifteen in 1860? What percentage is that? A. 9, 60%

Q. How many cities in the new top fifteen in 2010 were also in the top fifteen in 1860? In 1930? A. 1860: 7 of 15, 46%; 1930: 5 of 15, 33%

Q. Where are most of the large cities in Illinois located in 2010? Why? A. Near the Chicago metropolitan area where there are many jobs.

Q. Generally speaking, how would you describe the majority of population movement and growth in the Illinois over the past one hundred years? A. Rural population growth is limited to water reservoirs as fishing and hunting are the major outdoor recreation activities. Agriculture has evolved into more mechanization and large-farm corporations resulting in fewer people working on Illinois farms. The growing concern in the state of Illinois is the loss of manufacturing jobs and the exodus of young workers. With the high property taxes, persistence of unions, and high sales taxes has created a growing uncertainty in Illinois’ future. The “City of Big Shoulders” has been currently referred as the “metropolis of the big question mark.”

Q. Why? What factors have encouraged people to move and live in cities? A. The availability of jobs has been the primary factor. During the 19th century, Chicago’s competitive environment had a spectrum of different industries such as construction, meatpacking, garment making, steel, and agricultural tools. Many immigrants arrived in the Land of Lincoln for economic opportunities initially in farming but later as factory workers in an expanding manufacturing environment. As the 19th century came to a close, Chicago grew as a center of commercial enterprises through department stores and giant catalog merchandisers. Chicago also expanded in the early 20th century as a result of a half a million African-Americans seeking better opportunities and lifestyle during the Great Migration. Many people find loyalty to professional sports in the Chicagoland area. As a result, younger residents are attracted to the entertainment, sports, and other cultural opportunities available in the Chicago metropolitan area.

MODIFICATIONS: For younger participants, focus on the map key and compass rose. For older participants, invite them to have more autonomy in the lesson and incorporate additional mathematical concepts.

EXTENSIONS: Consider using the census data in math lessons. How much larger is Chicago today than in 1860? How much larger is Chicago than the 15th largest city? How concentrated is the population in Chicago over time? How did the population of your city change?

For use with the GeoCivics activities (https://www.uccs.edu/geocivics/), invite participants to think about the current configuration of United States Congressional Districts in the state. Ask them to remember the key characteristics of how districts are drawn (equal population and contiguous). Invite them to pretend that their state has just two Congressional Districts; ask two people to pick up one of the chains and divide the state generally in half by population; invite two more people to divide the state into four districts (they may choose to move the original chain, or not). Discuss why some districts would likely be smaller in area than others. If appropriate, determine how to divide the state into state senate districts. How might an online mapping program make this activity more effective?

Consider when a giant floor map is a good tool for understanding geographic phenomena and when other tools (paper maps, online maps) might be more appropriate.

NOTE:

Thanks to National Geographic’s Giant Traveling Maps team for the inspiration for this lesson, which is based on “People on the Move”, a lesson for the North America Giant Map.

RESOURCES:

Illinois State Board of Education https://www.isbe.net/Pages/Social-Science.aspx Chronology of Illinois History https://www.cyberdriveillinois.com/publications/illinois_bluebook/chronology.pdf Encyclopedia of Chicago http://www.encyclopedia.chicagohistory.org/pages/1381.html The Geography of Illinois https://www.netstate.com/states/geography/il_geography.htm The Great Migration http://www.inmotionaame.org/print.cfm;jsessionid=f8302984931573629012751?migra tion=8&bhcp=1 A History of Illinois Agriculture http://www.museum.state.il.us/OHIA/htmls/people/early/peo_early.html Illinois Digital Archives - 1860 businesses http://www.idaillinois.org/ui/custom/default/collection/default/resources/custompage s/bin/buildSubjectPages.php?subject=5 Illinois During the Civil War https://digital.lib.niu.edu/illinois/civilwar/economic Illinois Historical Timeline https://www.ereferencedesk.com/resources/state-history-timeline/illinois.html Illinois Policy https://www.illinoispolicy.org/illinois-sees-stagnant-jobs-growth-declining-labor- forcein-january/ Notable Events in Illinois History https://illinoisgenweb.org/historyproject/events.html Timeline of Illinois History https://www2.illinois.gov/dnrhistoric/Research/Pages/Timeline.aspx

City 1860 √ City 1930 √ City 2010 √ State 1,711,951 State 7,630,654 State Chicago 112,172 1 Chicago 3,376,438 1 Chicago 2,716,450 Peoria 14,045 2 Peoria 104,969 2 Aurora 197,899 Quincy 13,718 3 Belleview 102,772 3 Rockford 152,871 Moline 9,458 4 Rockford 85,864 4 Joliet 147,459 Springfield 9,320 5 East St. Louis 74,397 5 Naperville 141,853 Galena 8,196 42.4°N, 90.4°W 6 Springfield 71,864 6 Springfield 116,250 Belleville 7,520 7 Cicero 66,602 7 Peoria 115,007 Joliet 7,104 8 Evanston 63,338 8 Elgin 108,188 Bloomington 7,075 9 Aurora 46,589 9 Waukegan 89,078 Rockford 6,979 10 Joliet 42,993 10 Cicero 83,895 Alton 6,332 11 Decatur 57,510 11 Champaign 81,055 Aurora 6,011 12 Quincy 39,241 12 Bloomington 76,610 Jacksonville 5,528 13 Rock Island 37,953 13 Decatur 76,122 Freeport 5,376 14 Danville 36,765 14 Arlington Heights 75,101 42.1°N, 88.0°W Rock Island 5,130 15 Elgin 35,929 15 Evanston 74,486 Galesburg 4,953 Waukegan 33,499 Schaumburg 74,227 Decatur 3,839 Bloomington 30,930 Bolingbrook 73,366 Pekin 3,467 Alton 30,151 Palatine 68,557 Waukegan 3,433 Galesburg 28,830 Skokie 64,784 LaSalle 3,993 Belleview 28,425 Orland Park 56,767

Source: United States Census

Chicago 41.8781° N, 87.6298° W Waukegan 42.3636° N, 87.8448° W

Peoria 40.6936° N, 89.5890° W LaSalle 41.3622° N, 89.0418° W

Quincy 39.9356° N, 91.4099° W East St. Louis 38.6245° N, 90.1506° W

Moline 41.5067° N, 90.5151° W Cicero 41.8456° N, 87.7539° W

Springfield 39.7817° N, 89.6501° W Evanston 42.0451° N, 87.6877° W

Galena 42.4167° N, 90.4290° W Aurora 41.7606° N, 88.3201° W

Belleville 38.5201° N, 89.9840° W Danville 40.1245° N, 87.6300° W

Joilet 41.5250° N, 88.0817° W Elgin 42.0354° N, 88.2826° W

Bloomington 40.4842° N, 88.9937° W Galesburg 40.9478° N, 90.3712° W

Rockford 42.2711° N, 89.0940° W Naperville 41.7508° N, 88.1535° W

Alton 38.8906° N, 90.1843° W Champaign 40.1164° N, 88.2434° W

Aurora 41.7606° N, 88.3201° W Arlington Heights 42.0884° N, 87.9806° W

Jacksonville 39.7339° N, 90.2290° W Schaumburg 42.0334° N, 88.0834° W

Freeport 42.2967° N, 89.6212° W Bolingbrook 41.6986° N, 88.0684° W

Rock Island 41.5095° N, 90.5787° W Palatine 42.1103° N, 88.0342° W

Galesburg 40.9478° N, 90.3712° W Skokie 42.0324° N, 87.7416° W

Decatur 39.8403° N, 88.9548° W Orland Park 41.6303° N, 87.8539° W

Pekin 40.5675° N, 89.6407° W